Indicator 3.3 - Assessment (Artifacts) If teachers are fully engaged in the continuous standards-based teaching/learning cycle, a variety of methods will be used to measure and assess student learning.
Professional development works best when it's on-site, job embedded, sustained over time, centered on active learning, and focused on student outcomes(Chappuis, 2007). Resources
Citations:
Kaftan, J., Buck, G., & Haack, A. (2006). Using Formative Assessments to Individualize Instruction and Promote Learning. Middle School Journal, 37(4), 44-47.
Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute-by-minute and day-by-day.Educational Leadership, 63(3), 18–24.
Wiliam, D. (2007). Content then process: Teacher learning communities in the service of formative assessment. In D.B. Reeves (Ed.), Ahead of the curve: The power of assessment to transform teaching and learning (pp. 183–204).Bloomington, IN: Solution Tree.
3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices
Operational
3.3 a - The instructional staff consistently evaluates and monitors student learning through the systematic use of multiple types of summative and formative assessments that are aligned with the standards/expectations in all four core subject areas (English Language Arts, mathematics, science, social studies). A process is in place that assures the development of assessments of student learning is based on a clear definition of the type of achievement to be assessed and alignment with the standards/expectations.
3.3 b - Teacher input and achievement data has helped to inform, develop, and implement evaluations of curriculum or instructional programs, practices, or processes in order to assess the effectiveness of teaching strategies.
3.3 c - Formal professional development opportunities are provided to dialogue and learn about assessment development, including approaches that are formative and summative, authentic, and well matched to the kind of learning task. Teachers use this learning to develop and use high quality assessments.
Emerging
3.3 d - The analysis of student work occurs primarily by school improvement teams for the purpose of informing the school improvement plan.
If teachers are fully engaged in the continuous standards-based teaching/learning cycle, a variety of methods will be used to measure and assess student learning.
meetings so teachers can see trends in studet
performance
Archdiocesan level
Professional development works best when it's on-site, job embedded, sustained over time, centered on active learning, and focused on student outcomes(Chappuis, 2007).
Resources
Citations:
Kaftan, J., Buck, G., & Haack, A. (2006). Using Formative Assessments to Individualize Instruction and Promote Learning. Middle School Journal, 37(4), 44-47.
Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute-by-minute and day-by-day.Educational Leadership, 63(3), 18–24.
Wiliam, D. (2007). Content then process: Teacher learning communities in the service of formative assessment. In D.B. Reeves (Ed.), Ahead of the curve: The power of assessment to transform teaching and learning (pp. 183–204).Bloomington, IN: Solution Tree.
3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices
OperationalEmerging